Research Information System
JOURNAL OF BEHAVIORAL EDUCATION, 2025 (SSCI, Scopus)
A growing body of research highlights the effectiveness of simple, evidence-based instructional practices-such as Opportunities to Respond (OTRs) and feedback-in enhancing student engagement and reducing off-task and challenging behaviors during group instruction. While group instruction is a common practice in preschool settings, there has been limited empirical attention given to it. Concerns about the quality of group instruction highlight the need for a systematic assessment of effective instructional practices in this setting. This study focuses on OTRs and feedback in whole-group instruction, observing eight preschool teachers over 12 weeks (4729.82 min) and interviewing seven of them. Observations were descriptively analyzed using MOOSES software, while interviews underwent qualitative analysis. Results revealed that teachers provided 3.11 OTRs per minute and maintained a positive-to-negative feedback ratio of 4.4:1, similar to the suggestions in the literature. The study also explored the types of OTRs and feedback, along with factors that may influence the observed rates. By focusing on actual classroom behaviors over an extended period and incorporating both quantitative and qualitative data, the study provides a comprehensive and detailed perspective on the use of OTRs and feedback in preschool whole-group settings. The practical implications of the findings are discussed concerning teacher education and future research.